Sharing Time- April 2012- Week 1: Jesus Christ is the perfect example for me.

Jessica F.

Link to Outline 

Thoughts: I felt a very strongly the need to make this lesson very concrete.  I think that so many gospel principles tend to be more abstract, such as what is repentance and what is faith.  But that I wanted to make the lessons this month focus on Jesus Christ. I wanted them to help the children know Jesus in a fundamental way, and help each child to develop a personal testimony of the Savior.

Identify Doctrine: I wanted to have the opportunity to  teach the children that Jesus Christ was a real human being who lived on the Earth, as a perfect example for us.   I found this article from the friend.  This is great explanation of who Jesus was as a child.

Encourage Understanding:  I am dividing up the Friend article in the number of classes that we have in our primary.  I will give each class a description of their event and a picture.  And have each class discuss and try to make “text (scripture) to life connections”   If possible include scripture references and have the students mark the scriptures in their classes.

So every class would discuss the following questions: With the expectation that they will be shared after the discussion

  1. What is happening in the story and the  picture?
  2. What do you think it would have been like to grow up when Jesus was a baby or a child?
  3. How is life different now than when Jesus was a child?
  4. How does Heavenly Father and the Holy Ghost help Jesus and his mom and dad?
  5. How does this story make you feel about Jesus?

Activity:  Have each class assign one person to the picture holder.  Re Read the story out loud to the primary.  Instruct the classes that as their part of the story is read the they can reverently walk up and form a story line- it is like a time line with pictures.  And then review the story and ask for comments from the classes from one of the 5 questions.  This is a great opportunity to help children share and grow their own testimonies of Jesus Christ.


Sharing Time- March 2012- Week 2: The First Presidency and the Twelve Apostles are prophets

Thoughts:  I wanted the children to recognize that the Apostles and the Prophet were once children who grew up to be adults and chose to grow their testimony of Jesus Christ.

Before Class:  Put Pictures of the 6 members of the quorum of the 12, and the First Presidency that I am going to spotlight on the board with his name underneath.

This link  is to the Friend and has the baby pictures of general authorities.  I picked the 6 for Jr and 10 for Sr. only because of size.  I blew up their pictures and printed them off.  With each picture there is short biography of each individual.

Identify Doctrine:  Explain that every Apostle and Prophet has been called to be a special witness of Jesus Christ.  Explain and ask questions about what it means to be a witness of Christ?

Activity: Pass out baby pictures to each class and have them read the short bio and try to guess what adult picture it goes with.  After each class has had the opportunity to read and guess have one person from each class come up and read the short bio and place the baby picture on the adult picture.  When all have guessed see who had guessed correctly.

Encourage Understanding: Discuss with the children how we can grow our testimonies of Jesus Christ, and how we promise to take upon ourselves the name of Christ, and that we can choose to act like Jesus everyday.  Personal Story about how to act like Jesus.  (If time allows have children share how they have acted like Jesus)

Short Biographies:

Thomas S. Monson: 

He relates this story about an experience in Primary:

“I remember that our deportment in Primary was not always as it should be. I had a lot of energy and found it difficult to sit patiently in a class. Melissa Georgell was our ward Primary president. One day she asked me if I would visit with her. We sat on the front row of the benches in the chapel, and she began to cry. She then told me that she was sad because the boys in particular did not behave during Primary opening exercises. Innocently, I asked, ‘May I help, Sister Georgell?’

“With a smile on her face and a twinkle in her eye, she responded, ‘Would you?’

“I told her I would. The Primary’s disciplinary problems ceased that moment,” he laughs, explaining that he had been part of the challenge.

Dallin H. Oaks: 

He was born in Provo, Utah, 12 August 1932, and grew up a worker. He began working for pay only three or four years after his father died, to help his widowed mother.

“I was blessed with an extraordinary mother,” he  recalls. “She surely was one of the many noble women who have lived in the latter days.” He lauds her as a woman of “great faith,” a “very skilled parent,” and a woman possessed of great natural executive ability. Many outside the family would agree. His mother  was known as a force for good in Provo, in both Church and civic service.

“She gave me a great deal of responsibility and freedom. She encouraged me to have a job,” . From the time he first worked for pay, “at eleven or twelve,” he has been continuously employed.

Russel M. Nelson:  His professional work included the positions of research professor of surgery and director of the Thoracic Surgery Residency at the University of Utah and chairman of the Division of Thoracic Surgery at LDS Hospital in Salt Lake City.

Henry B. Eyring: Born in Princeton, New Jersey, 31 May 1933, he has served the Church as a regional representative, a member of the general Sunday School board and a bishop. He holds a B.S. degree in Physics from the University of Utah and Master of Business Administration and Doctor of Business Administration degrees from Harvard University.

 Jeffery R. Holland: A student leader and varsity athlete at Dixie High School and Dixie College in his native St. George, Utah, he received his bachelor and master degrees in English and religious education, respectively, from Brigham Young University. He obtained master and doctor of philosophy degrees in American Studies from Yale University.

Robert D. Hales: He  was born in New York City. He is a graduate of the University of Utah and holds a master of business administration degree from Harvard. He served in the U.S. Air Force as a jet fighter pilot. He married Mary Crandall, and they have two sons.

 Richard G. Scott:  He was born November 7, 1928, in Pocatello, Idaho, a son of Kenneth Leroy and Mary Whittle Scott. At the age of 5, he moved with his parents to Washington, D.C., where his father served with the Department of Agriculture, later becoming an Assistant Secretary of Agriculture.

M. Russel Ballard:  His father was the owner of a Motor Company in Salt Lake City. “He had a profound impact on my life,” Elder ___ says. “He instilled in me the desire to work hard.”

That devotion to hard work showed up early in his life, recalls his sister, Ann Keddington. “He always had a job, even when he was little.” It started with cutting lawns, she says, and he took on more and more in the line of yard care until he got into something else.

Boyd K. Packer: He was born September 10, 1924, in Brigham City, Utah. He served as a bomber pilot during World War II in the Pacific Theater.

 L. Tom Perry:  He was born August 5, 1922, in Logan, Utah,  He received his B.S. degree in finance from Utah State University in 1949 and did graduate work there. His professional career was spent in the retail business where he served as vice president and treasurer in companies located in Idaho, California, New York, and Massachusetts.

Sharing Time- February 2012- Week 3: Nephi was blessed for choosing the right


link to sharing time outline 


Thoughts:  In current research about faith and spiritual development in children it is important for children to know and internalize stories of faith.  And to liken them to their own lives.

This week I plan on having three children explain the scripture stories listed below.  I like to have children plan on doing this ahead of time.  Normally 1-2 days is enough time for families.  I like that each child learn the story at home and then is able to teach it to the class.  Normally in jr. primary I do need to help with the story.  I also encourage the child to bring a picture  to show to the class or an object to help with the retelling.

Identify Doctrine

1 Nephi 16:18–24, 30–32

1 Nephi 17:8, 17–18, 48–53

1 Nephi 18:9–21


Encourage Understanding:

After each story on the board I write what was the problem in the story (what needed to get fixed)

What were the choices that Nephi faced.  There is always more than one.  He could have always not done it.  Sometimes this is hard for the kids to understand that there is choice to not do anything.  Normally with the little kids I only try to get them to see two choices.  But the older kids are much better at seeing multiple choices.

What choice did Nephi Make?

Why is it important that Nephi made good choices?  What were the consequences of making good choices, what would the consequences have been if Nephi chose another option.  Like he did not go and look for food?

Nephi practiced making good choices.  Why is it important that we practice making good choices.  How can we practice making good choices?


New page at called “Children’s Lesson Helps”

by Karen

Emily Jensen at Mormon Times just pointed me to a new area of dedicated to helping parents and Primary teachers find resources for teaching children. It’s called simply “Children’s Lesson Helps.” You can browse by topic, or by lesson number! They’re still getting it up and ready, but it looks like the first few lessons from each manual are available.

Here is a sample: